Abstract

The thesis reports and analyses findings from an
investigation into Cypriot teachers' perceptions of
national policy for curriculum reform in primary schools,
with special reference to teaching and assessment in
Mathematics. Questionnaires were sent to three samples of
teachers: a 10% sample of Cypriot teachers randomly
selected from the total population (n=257); all teachers
in five primary schools (n=51); all beginning teachers
(n=123). The latter sample was compared with a sample of
English beginning teachers. A response rate of 70% was
obtained and statistical analysis was carried out by
SPSS-X. Semi-structured interviews were conducted with
20 teachers, mainly as a form of triangulation.
There were seven main findings. First, curricular
purposes concerning pupils' ability to solve
investigations, and to gain mathematical knowledge were
seen as equally important; and ability to talk about
Mathematics the least important. Second, formative
purposes of assessment were accorded most, and summative
purposes least importance. Third, teachers agreed with
active pedagogy and with the application of mathematics
to other subjects. Fourth, they conceptualised assessment
as natural part of teaching but paradoxically favoured
formally structured techniques of assessment. Fifth,
classroom organisation rarely met policy requirements for
a balance of whole class, group and individual
activities. Sixth, cluster analysis revealed the absence
of a collective professional view of the process of
curriculum change. Seventh, statistically significant
differences in perceptions were associated with
characteristics of the class taught but there was no
whole school effect. Other influences on perceptions were
professional and political.
Implications for the implementation of curriculum policy
in Cyprus are discussed drawing on the theories of Nias
and Fullan. It is argued that a revised policy,
emphasising teacher participation and school-based
development is needed and this would require a new
conception of teacher professionalism. A heuristic model
of curriculum change and a short term strategy for
curriculum change are outlined.